Cognitive Style and Learning Science in Elementary Schools.

The article presents studies which aim to determine the relationship between cognitive style and achievement in a modern elementary science program. Respondents in one of the studies were the 184 students coming from four schools in Penticton, British Columbia district. The students were currently i...

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Detalles Bibliográficos
Publicado en:	Science Education Vol. 58; no. 1; pp. 65 - 75
Autores principales:	Walters, L., Sieben, G.
Formato:	Artículo
Publicado:	Wiley-Blackwell Jan-Mar1974
Materias:	Science education (Elementary) Cognitive styles Academic achievement Elementary schools Education research Individualized education programs Educational tests & measurements Cognition in children Child psychology
Acceso en línea:	Ver este registro en EBSCOhost

Descripción
Sumario:	The article presents studies which aim to determine the relationship between cognitive style and achievement in a modern elementary science program. Respondents in one of the studies were the 184 students coming from four schools in Penticton, British Columbia district. The students were currently involved in one of the new open-ended elementary science programs. Another study used the Children's Embedded Figure Test to determine the cognitive style of the students. Another study administered an attitude inventory and Test of Science Processes to measure the outcomes of the instruction in science.